Beyond “study skills”: a curriculum-embedded framework for metacognitive development in a college chemistry course

Background There is a critical need for evidence-based metacognition instruction models with an ease of implementation. Three issues involved in advancing the implementation and assessment of metacognitive interventions are: (i) the lack of an operational framework for the development of metacognition; (ii) metacognition instruction models that lack a focus on explicitly engaging students’ self-perceptions; (iii) a lack of metacognitive interventions that are easy to implement and require minimal training. This study describes the development and implementation of a 10-week discussion-based module to promote metacognitive development as part of a general chemistry course at a community college. This curricular metacognition instruction model involved the explicit engagement of self-efficacy beliefs in addition to introducing metacognitive awareness and regulation through individual and group reflection. This approach involves a systematic framework which allowed students to confront their beliefs about their abilities, learn various task strategies, and practice these strategies along with their peers. This case study was designed to address the following: can explicit cognitive and metacognitive instruction and discussion serve as a catalyst for students to (1) build and adapt metacognitive knowledge about cognition, and (2) incorporate effective study strategies?. Results Students’ individual and collaborative reflections were analyzed using a thematic analysis. Written journal responses indicate that the module facilitated a shared discourse about cognition where metacognitive awareness was observed shifting from a tacit to explicit awareness. In addition, the framework facilitated the formation of support networks (cognitive and emotional) where students were observed exchanging cognitive strategies and encouraging one another to persevere through challenges. Conclusions Our findings suggest that the metacognitive instruction model described here can serve as a mechanism to encourage student reflection on their beliefs and behaviors. Instructors looking to include metacognition instruction could use the framework presented as a template. The discussion-based module is embedded in the curriculum, delivered through the course management system, and has a low barrier to implementation. Supplementary Information The online version contains supplementary material available at 10.1186/s40594-022-00376-6.


MA A View of Success
Items here describe statements in which students discussed their view of success.

MA A1
Describes statements in which students indicate that they view success as a process.

MA A2
Describes statements in which students indicate that they view success as an outcome MA A3 Describes statements in which students indicate that they now have a new Perspectives on Success 2. MA Brain growth and Mindsets (MA-B) Students indicate their level of awareness concerning how the brain grows and about various mindsets MA B-Items here describe statements that students made which indicate that they were unaware of how the brain grows in response to stimuli MA B+ Items here describe statements in which students indicate that they have an awareness of how the brain grows in response to learning and/or mindsets MA B++ Items here describe statements in which students indicate that they previously had a vague awareness of mindsets/brain growth and that they now know more about the subject Name Description

MA C Cognition
Preconceptions, metacognition and the importance of deep conceptual understanding were discussed MA C1 -deep factual understanding Items here describe statements in which students discuss the importance of dep factual understanding. Students indicated that this aspect of learning resonated with them.
MA C2 -Metacognition Items here describe statements in which students discuss metacognition. Students indicated that this aspect of learning resonated with them.

MA C3 -Preconceptions
Items here describe statements in which students discuss preconceptions. Students indicated that this aspect of learning resonated with them.

MA D Reading Strategies
Items here describe statements in which students indicated that they are aware of strategies and use them Awareness MA D -Students are unaware of most reading strategies presented.
Awareness MA D + Items here describe statements in which students indicate that they are aware of most/all of the reading strategies but may or may not use them.
5. MA E Self-Evaluation Students respond to whether or not they self-assess ("self-evaluate" Evaluation MA E-Describes statements in which students indicate that they are not currently self-evaluating when they study Evaluation MA E+ Describes statements in which students indicate that they are currently self-evaluating when they study 6. MA F Previewing and Reviewing Students discuss previewing and reviewing.

Name Description
Aware MA F + Describes statements in which students indicate that they are aware of previewing and reviewing as a strategy Unaware MA F -Describes statements in which students indicate that they are not aware of previewing and reviewing as a strategy 7. MA G Explicit Awareness Items here describe statements that students make expressing the benefit of being explicitly aware of a strategy or concept 8.

MA-H New Thought
Items here describe statements in which students express wanting to try a strategy that they had previously not been aware of 9. MA I New Awareness (General) This describes items in which students express being made aware of a concept or skill for the first time.

MA J Elaboration and Translation
Describes statements in which students discuss putting things in their own words as a strategy 11. MA K Revisiting Describes statements in which students discuss an idea/concept that was previously discussed.

MA L Deconstruction
Describes statements in which students discuss breaking material into chunks as a strategy to process it.

MA M Organizing and abstracting
Describes statements in which students discuss highlighting and extracting key ideas.

Metacognitive Experiences (ME)
This describes items in which students express any feelings associated with the strategies or concepts introduced.

ME A Encouraged
This describes items in which students discuss if they are "encouraged" or "hopeful" in response to a concept that was introduced.
Yes ME A+ This describes items in which students express being "encouraged" or "hopeful" in response to a concept that was introduced.
No ME A -This describes items in which students express not being "encouraged" or "hopeful" in response to a concept that was introduced.

ME C Motivation
This describes items in which students discuss motivation.
17. ME D Negative Self-Thoughts This describes items in which students make comments that diminish their intelligence or abilities, or, express being frustrated with their performance.
18. ME E Questioning grit Students respond to whether grit is the only requirement for success ME E-Describes statements in which students indicate that grit is not the only thing necessary ME E+ Describes statements in which students indicate that grit is the only thing necessary 19. ME F Questioning limits to brain growth Describes statements in which students independently questioned the limits to brain growth Name Description 20. ME G Appraising Describes statements in which students are apparently weighing the potential benefits of adopting a strategy or concept. This includes statements in which students evaluated the benefits of using a strategy, discussed the intentional use of strategies, or recalled a past academic challenge while discussing a strategy.

ME K Makes Sense
Describes statements in which students indicate that a strategy/concept seems reasonable Peer to Peer Interactions (P2P) Items in this category contain instances in which students are interacting directly with one another to empathize, agree or exchange ideas with one another.

P2P-A Agree
This describes items in which students express general agreement with one another in response to a discussion post.

P2P-B Empathizing
Describes statements in which students express sympathy/empathy to another student in response to their post.

P2P-C I can relate
Describes statements in which students express relating to a challenge presented by a peer.

P2P-D I like that
Describes statements in which students indicate that they like a strategy described by a peer.
28. P2P-E I never thought of that Describes statements in which students indicate that they never considered a strategy/opinion expressed by a peer.
Describes statements which indicate that student connects with material in a personal way as demonstrated by recalling a previous experience or discussing how the concept/strategy is relevant to or could be integrated into their life.